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Revitalising the Personal Learning Plan

What is the project?

Following feedback received from schools and the community in the 2018 SACE Stage 2 Review [PDF 172KB] the SACE Board began to redesign Stage 1 Personal Learning Plan (PLP), to be replaced with Exploring Identities and Futures (EIF).

We used the SACE Board’s promise to shape education so that students thrive to reconceptualise the subject, the pedagogy, the assessment, and quality assurance procedures.

EIF will meet the requirements for SACE completion.

Exploring Identities and Futures (EIF)

The intention behind EIF is to assist students to recognise their individual strengths and see that the purpose and value of learning is much more than knowledge and grades. Through EIF students will:

  • explore identity and belonging
  • develop agency
  • pursue and develop an area of interest that matters to them

In EIF students will lead their own learning and use a self-directed approach to move away from the old ‘what do you want to do’ and towards ‘who do you want to be.’

Pilot #1

Pilot #1 in semester 1 2022, tested the first version of the new EIF subject outline and the shift in teacher practice in a live environment with 19 participating government, independent and catholic schools across South Australia. The SACE Board worked closely with schools and teachers, providing support and evaluating what worked and what needed to change. 

Analysis and evaluation of the pilot identified whether the new subjects delivered the intended impact. This process also provided valuable insights and recognised refinements that will be adapted into the delivery of the subject to support the second pilot. Some key learnings from the initial pilot include: 

  • pilot teachers suggested that students thrived when growing and learning occurred in an area of personal value (passion) 
  • students were able to transfer their learning of new skills and capabilities into their approach with other SACE subjects 
  • as pilot teachers stepped back from providing instruction and scaffolds, students stepped in and were able to authentically engage in learning that was of personal value and interest 
  • assessment processes emphasised the role of the teacher in using natural evidence of learning, agency, feedback and metacognition to progress student learning. 

What’s next?

EIF is currently preparing for pilot 2 in Semester 1, 2023 which will extend the testing and learning from the first pilot to specifically focus on the risks, challenges and opportunities associated with implementation across the whole system in future, including:  

  • understanding what professional learning is needed to support co-agency, metacognition, natural evidence of learning and feedback 
  • involving school teaching and learning leaders in the implementation of professional learning for their school’s teachers 
  • ensuring teacher practices support success for all students, including students who experience disadvantage. 
  • pedagogical change required to successfully deliver the new subjects across a diversity of teachers 
  • role of school leadership in sponsoring and resourcing the new subjects